科学活动中,教师经常给幼儿提供相对新颖的、不熟悉的,或者相对稀少的刺激物,往往能引发幼儿的好奇心。运用新颖的、与众不同的教学方法、辅助方法也有同样的效果。但是,教师所提供的当前刺激应与幼儿的认知水平相一致,否则幼儿求知需要的启动、好奇心的激发就无从谈起。 In scientific activities, teachers often give young children relatively novel, unfamiliar, or relatively rare stimuli, which can often trigger the curiosity of young children. The use of innovative, distinctive teaching methods, auxiliary methods have the same effect. However, the current stimuli provided by teachers should be consistent with the cognitive level of young children, or children need to know the start of curiosity stimuli can not talk about.